Play in the Library

Jennifer Brickey

ET—Educational Theory

Crow, S., & Robins, J. (2012). Play in the Library. Teacher Librarian, 39(5), 36-43. Retrieved from http://edition.pagesuiteprofessional.co.uk//launch.aspx?eid=5e332207-1bc6-4a7d-8ce1-01b678060ecf

In their article, Crow and Robins liken inquiry-based learning to playing in the library. They draw upon the Self-determination theory (SDT) which “identifies three components whose combination leads to motivation: competence, autonomy, and relatedness” (p. 37). In a library or learning commons setting, Crow and Robins believe that students have the most optimum environment—one that is both physical and virtual—to find pleasure and satisfaction by examining information and displaying it in a creative way. They go on to explain how “stories and storytelling” and “questing” allow students to role play and investigate. Navigating is both an effort of searching and evaluating. It’s not enough to find a sources; a student has to judge its credibility and authority in addition to synthesizing results in order to determine the best answer for a problem. Crow and Robins admit they lack data that supports their theory of play in the library; however they do recognize that play is in the “roots of human evolution” (p. 42) and by making play central in the library maybe students will transition into lifelong learners and seekers.

To me, Crow and Robins’ observation and argument for play directly links to the Big Think concept. The notion that students, with the help of teachers and teacher librarians, can explore any topic they want in the library in a way that is thoughtful, collaborative, and engaging only accentuates the concept of play. The possibilities for learning seem endless and attractive.